Unit312217

CACHE Level 3 Early Years Educator
CACHE LEVEL 3
CHILDCARE & EDUCATION
Unit 3 Providing safe
environments for children
© Hodder & Stoughton Limited

Starter activity
LO1 Understand safeguarding D1
• Time: 15 mins
• How do you keep yourself safe?
• Consider:
• Day to day
• In new situations
• Online
• When travelling alone.
• What makes you feel safe?
• Discuss your thoughts with a partner.
© Hodder & Stoughton
Limited
https://www.youtube.com/watch?v=WsbYHI
-rZOE

• LO1 Understand safeguarding.
• D1 Explain what is meant by safeguarding.
• D2 Explain how safeguarding:
• Keeps children safe
• Values children’s needs
• Protects children.

• To safeguard:
To protect something from harm.
• The welfare of the child is paramount.
• Practitioners have a duty to keep children safe and to protect
them from harm, abuse or neglect.
• Policies and procedures will support practitioners to keep
children safe.
• What is the meaning safeguarding

Pairs activity
• Time: 15 mins
• Discuss how practitioners keep children safe on a day-to-day basis in
your setting.
• Consider:
• Outdoor play
• Adequate supervision
• Policies and procedures
• Roles and responsibilities
• Reporting concerns.
• http://fareham.mrooms.net/course/view.php?id=1366&section=7

Group activity
• Time: 15 mins
• Share your discussions from the Pairs activity.
• Consider:
• How does your setting keep children safe from harm or
abuse?
• Would you know what to do if you suspected a child was in
danger?

• Practitioners will keep children safe by ensuring they come to
no harm when taking part in activities and experiences.
• Keeping children safe in relation to safeguarding requires
practitioners to know when a child is in danger of harm or
abuse.
• Practitioners will need to know the signs, symptoms and
indicators and respond to these accordingly.
• Keeping children safe

• Children need love and adequate care in order to thrive.
• Children need to be supported and nurtured to grow and
develop.
• This care is usually best provided by a loving, supportive
family.
• Some parents/carers may need support to give their child or
children the best possible care.
• In some cases the needs of the child can only be met if the
child is removed from the family home.
• Values children’s needs

Health and safety risks
What is a Hazrard ?
What is a risk?
Sorting activity
Risk assessment’s involve
• Identifying a hazard
• Assessing the likelihood of a hazard poising a risk
• Estimate the severity of the consequences
• Developing an action plan to eliminate the hazard or
minimise the effect through control measures

Why do we put risk assessments
in place?
• Encourages staff to think about the environment in
which they work in
• The situation can be controlled before accidents or
illness can occur
• Staff must be up to date with the relevant legal
requirements

By law formal risk assessments must
be carried out in every workplace
Hazard Control measure
Sand thrown about Constant supervision ‘no throwing
sand’ rule
Falling from climbing frame
Broken or damaged toys or equipment
Choking on food
Posing by cleaning materials
Lifting children
Unattended children
Sickness or diarrhoea

• Child protection is an integral part of the safeguarding
process.
• It further promotes the welfare of children.
• It refers to the actions that may need to be put into place
when there is reasonable belief that a child is suffering or is
likely to suffer significant harm.
• Protecting children

• To achieve D1 you are required to provide information that
explains safeguarding to:
• show accurate understanding of the meaning of safeguarding
• relate safeguarding to working with children.
• To achieve D2 you are required to provide an explanation that
includes information that explains how safeguarding can:
• keep children safe
• meet children’s individual needs
• protect children.
Assignment Task

1. Describe the term safeguarding in one sentence.
2. What do children need in order to thrive and develop?
3. What does NSPCC stand for?
4. Name two services the NSPCC offer to help families to
support the needs of their child or children.

Starter Activity
Recognition & Response
Identifying perpetrators…
CAN YOU IDENTIFY WHICH INDIVIDUALS ARE
CONVICTED PERPETRATORS OF
CHILD ABUSE?

Recognition & Response
Identifying perpetrators…
CAN YOU IDENTIFY WHICH INDIVIDUALS ARE
CONVICTED PERPETRATORS OF
CHILD ABUSE?

• LO2 Understand how to safeguard children in relation to
legislation, frameworks, policies and procedures.
• C1 Identify current legislation and frameworks in relation to
safeguarding.
• C1 Describe the relationship between legislation, policy and
procedure.
• D3 Identify policies and procedures in relation to
safeguarding.

• Legislation and frameworks are in place to support
practitioners to protect children.
• They include:
• Children Act 1989 and 2004
• Working Together to Safeguard Children 2006 and 2013
• Early Years Foundation Stage: Section 3 – The safeguarding
and welfare requirements
• Disclosure and Barring Service.
• Current legislation and frameworks
LO2 Understand how to safeguard children in relation to
legislation, frameworks, policies and procedures C1

Classroom discussion activity
• Time: 15 mins
• Why is it important to have legislation and guidelines for the
safeguarding, protection and welfare of children in place?
• Consider:
• The benefits to the child
• The benefits to the practitioner
• The benefits to the setting.

•Describe the relationship between
legislation, policies and procedures
Legislation is?
A policy is?
A procedure is?
The links between policy legislation and
procedures are?
C1

• Policies give an outline of how a setting aims to comply with
legislation.
• Procedures will give practitioners guidance on what to actually
do in practice.
• For example: A setting will have a policy on carrying out DBS
checks on all new staff members and volunteers. Their DBS
procedure will give detailed, step-by-step instructions on how
to do it.
• Polices and procedures
legislation, frameworks, policies and procedures D3

• Children Act 1989
• This brought together the laws that protect children and
made them easier to follow.
• It informs people of their duties and identifies how all
professionals should work together when child abuse is
suspected.
• Children Act 2004
https://www.youtube.com/watch?v=5QJoq0T3TLU&t=4s
• This key piece of legislation was a result of the Laming inquiry
over the death of Victoria Climbié.
• The inquiry led to ‘Every Child Matters’ being implemented
and the Children Act 2004 being in force.

• Working Together to Safeguard Children 2006 and 2013
• This piece of legislation further updates safeguarding and how
everyone who works with children should come together to
safeguard and promote the welfare of all children.
• Disclosure and Barring Service
• The Disclosure and Barring Service (DBS) carry out checks on
people who are working or volunteering with children and
vulnerable adults to ensure that only suitable people are
allowed to fill this role.

Pairs activity
• Time: 15 mins
• The Children Act 2004 included the setting up of Local Safeguarding
Children’s Boards (LSCB).
• Find out about your local board and describe their role within the
local area.
• Include:
• Contact details
• Who they support
• Services they offer
• Links to other organisations.

• All current legislation and frameworks for safeguarding inform
policies and procedures.
• Early Years Foundation Stage (EYFS) – Safeguarding and welfare
requirements
• Areas covered include:
• 3.4: Safeguarding
• 3.9: Suitable people
• 3.18: Staff qualifications
• 3.26: Key person
• 3.27: Staff: child ratios
• 3.66: Information and records.
• Legislation and polices and procedures

Pairs activity
• Time: 15 mins
• Take a closer look at the EYFS safeguarding and
welfare requirements identified on the previous
slide.
• For each one:
• Describe what it means
• Explain how it supports safeguarding children.
• State which policies and procedures it would inform and why.

• The Children Act 2004 contains information on:
• Safeguarding
• Positive outcomes for children
• Working with other professionals
• The welfare of the child is paramount.
• The Children Act 2004 states that anyone working with
children has a duty to safeguard and promote their welfare.

• The Data Protection Act 1998 says that information kept must
be:
• Fairly and lawfully processed
• Processed for limited purposes
• Adequate, relevant and not excessive
• Accurate and up to date
• Not kept for longer than is necessary
• Processed in line with your rights
• Secure.

• Use your grid provided to support C1
• Summarise the main points of each legislation. Group
discussion how have these Legislations been used to
inform policies within your setting?
Task
C1

• Policies and procedures relating to the safeguarding, protection and
welfare of children in settings are the result of legislation passed in
Parliament. They are written by the setting and/or the local
authority and they give guidance on how to protect children.
• Each setting will have its own set of policies and procedures but may
include:
• Confidentiality
• Risk assessments
• Lost or missing child
• Non-collection of child
• Safeguarding children
• DBS procedure.
• Polices and procedures

Reflection activity
• Time: 15 mins
• How much do you know about your setting’s policies and procedures
for the safeguarding, protection and welfare of children?
• Consider:
• Where are they kept?
• Have you read them?
• Were you given a copy?
• Do you understand them?
• Why is it important to have them?

• In your pairs you will be given a Legislation to find out
about.
• Devise a poster or a power point presentation to
share your information.
• Create a game, Quiz or a Jingle to test the other
members of the group.
Small Group Activity

• To achieve C1 you are required to use your grid to
provide a discussion to show how legislation and
statutory requirements relating to safeguarding
inform safeguarding policies and procedures. An
example of relevant legislation should be given to
show the relationship between policy and procedure.
• To achieve D3 you are required to complete a
legislation grid to show knowledge of the policies and
procedures followed in early year’s settings to keep
children safe these must be shown accurately.
Assignment Task

1. Is it Children’s Act or Children Act?
2. What does DBS stand for and what does it do?
3. Name two pieces of legislation or guidelines that support the
safeguarding and welfare of children.
4. Name three policies for the safeguarding, protection and
welfare of children.
5. Who has to follow the policies and procedures of a setting?
6. How can you find out about the setting’s policies and
procedures?

Starter Activity
TOPS and TAILS
Time to stand up I will read out a statement if
you think the statement is true touch your head
False hands on your bottom

• LO3 Understand child protection.
• B1 Explain the role of the early years practitioner in relation
to safeguarding and protecting children.
• D4 Describe signs, symptoms, indicators and behaviours that
may cause concern relating to:
• neglect
• physical abuse
• emotional abuse
• sexual abuse
• domestic abuse.
• C3 Describe actions to take if harm or abuse is suspected
and/or disclosed.

• The early years practitioner must always follow the setting’s
policies and procedures in relation to safeguarding, protection
and welfare of children.
• On a day-to-day basis practitioners should:
• Keep children safe
• Protect children from harm
• Report any worries or concerns about a child to the
appropriate person within the setting
• Keep up to date with procedures within the setting.
• Roles and responsibilities
LO3 Understand child protection B1

Pairs activity
• Time: 15 mins
• Imagine your friend has just seen or heard something in the
setting that causes them concern. What advice would you give
them?
• Consider:
• Who they should tell
• When they should tell them
• Why they should tell them
• The consequences of not sharing this information.

Abuse
• Abuse can happen as a one time event or a
reoccurrence
• Abuse can take place any where and at any time
• Abuse can take place by anyone, majority of abuse
is carried out by someone the child knows

• Neglect
• If a child is neglected at home they may fail to thrive and
develop as expected.
• Neglected children often look hungry and tired.
• They may ‘scavenge’ for food and have poor social skills.
• They may have ill-fitting or dirty clothes.
• Children who are neglected often have poor personal hygiene.
• These indicators may be apparent if an adult is not caring for a
child properly.
• Signs, symptoms, indicators and behaviours
LO3 Understand child protection D4

• Physical abuse
• If a child is being physically abused at home they may have
unexplained injuries.
• These injuries can include burns, bruises and broken bones.
• Children who are being physically abused are often reluctant to
undress for PE and may wear long-sleeved clothing and trousers to
cover injuries.
• They may demonstrate a fear of physical contact in the setting.
• They can show aggressive behaviour both to themselves and
others.
• They may attempt to run away from home to escape the situation.
https://www.youtube.com/watch?v=0E1rKYrP_DY

Use your body map to note how you would
record signs of physical abuse
Bruising or
grasp marks
Bruising or
grasp marks
Bruising
Bruising or finger
marks
Bruising or
grasp marks
Scalds, burns,
broken fingers
Linear bruising,
outline of
buckles, scalds,
burnsGrasp marks
Bruising
Torn fenulum
Pinch marks,
bruising

Group activity
• Time: 15 mins
• Why is it important to know the signs, symptoms, indicators
and behaviours that may cause concern?
• Consider:
• The benefits to the child
• The role of the practitioner
• Following policies and procedures.
LO3 Understand child protection [AC 3.1, 3.2]

• Emotional abuse
• A child who is being emotionally abused may have very low
self-esteem.
• Emotional abuse can include a child being constantly criticised
and belittled.
• The child may be sworn at and blamed for anything that goes
wrong.
• They may be told that they are worthless or useless and that
others are better than them.
• An emotionally abused child may be very withdrawn and
nervous around others.

• Sexual abuse
• Sexual abuse involves a child being forced into a sexual act or
situation against their will, this includes watching pornography.
• Inappropriate touching or the use of inappropriate sexual language
is also sexual abuse.
• A child who is being sexually abused may portray knowledge or
behaviour that is inappropriate to their age.
• They may suffer with medically-related problems such as urine
infections or genital pain.
• They may not trust adults and may struggle to concentrate.

Group activity
• Time: 15 mins
• A child is covered in bruises on his legs; you know he is accident
prone and that his mum loves him very much. How can you
protect the welfare of this child?
• Consider:
• Previous history of accidents, knocks and bumps
• Encouraging the child to play safely
• The setting’s relationship with his mother
• The policies and procedures of the setting.

• Domestic abuse
• Domestic abuse may be going on in a child’s home.
• Although domestic abuse is not ordinarily directed at a child,
it can have a serious impact on the child.
• They may see one of their parents/carers being physically
harmed by the other one.
• They may see one parent/carer being psychologically abused
by the other one.

• Practitioners must be fully aware of the setting’s policies and
procedures regarding cases of abuse.
• Practitioners will need training in order to comply with the
setting’s policies.
• If a child tells a practitioner something that causes them to
believe the child is being harmed or abused, this is know as a
disclosure.
• One of the most important actions to take if harm or abuse is
suspected and/or disclosed is to pass the information on to
the appropriate person within the setting.
• Actions to take
LO3 Understand child protection C3

• Once a child has disclosed to a practitioner the practitioner
must follow the procedures of the setting.
• The practitioner must listen to the child and not show any
emotion or give their opinion on anything said.
• Practitioners should allow the child to set the pace and not
put them under any pressure to talk.
• It is important not to question the child as the practitioner
may unintentionally ‘lead’ their answers.
• Practitioners need to reassure the child that they have done
the right thing by telling someone but they must not promise
to keep what they have said as a secret.
• Actions to take

• Time: 15 mins
• Why it is important that a child feels reassured and not
pressurised if they are disclosing to a practitioner?
• Why should a practitioner remain impartial and not share
their opinions or emotions with a child who is disclosing
difficult information?
• Why must a practitioner not promise the child they will not
tell anyone?

• Time: 15 mins
• Create a checklist of what to do if a child discloses allegations
of abuse at home.
• Consider:
• What you would do
• What you would say
• How you would react
• Who you would tell.

• To achieve D4 you are required to produce a poster for each type of abuse a correct
description of the signs and behaviours must be given:
• Neglect
• Physical abuse
• Emotional abuse
• Sexual abuse
• Domestic abuse.
• To achieve C3 you are required to provide information in relation to child protection that
describes accurately the actions to take, the lines of reporting and the responsibilities of
the practitioner:
• When a child discloses abuse
• Abuse or harm of a child is suspected.
• To achieve B1 you are required to add detailed explanation this must include the role of
the early years practitioner in relation to safeguarding:
• Care, health and safety needs of children in the early years setting
• Recognition of when a child is in danger or at risk
• How to act to protect children.
Assignment Task

1. Who is responsible for the day-to-day safeguarding,
protection and welfare of children?
2. Describe three things a practitioner must do if a child
discloses to them.
3. Name the five types of abuse covered in this session.
4. A child is tired, hungry and dirty – what type of abuse might
be going on at home?
5. A child is reluctant to get changed for PE – what might they
be covering up?

Starter Activity
Think of an activity you could do to make
children aged 4-5 years aware of the PANTS rule
https://www.nspcc.org.uk/preventing-
abuse/keeping-children-safe/underwear-rule/

• LO3 Understand child protection.
• C3 Describe the lines of reporting and responsibility when
harm or abuse is suspected or disclosed.
• B3 Discuss the rights of children and parents/carers in
situations where harm or abuse is suspected or disclosed.
• B2 Explain the responsibilities of the early years practitioner
in relation to whistleblowing.
• C2 Explain the boundaries of confidentiality in relation to
reporting and record-keeping.

• Everyone in the setting has a duty to meet the safeguarding,
protection and welfare requirements of all children.
• Practitioners need to be aware of the lines of reporting and
responsibility in their setting.
• There will be designated people to report to within the setting
if there is a concern or problem.
• Practitioners need to know who to go to if they have a
concern or a question over the safeguarding, protection and
welfare of children.
• Lines of reporting and responsibility

Independent research activity
• Time: 15 mins
• Lines of reporting and responsibility
• Find out what you should do with any information you may
have regarding the safeguarding, protection and welfare of
children in the setting.
• Ask your supervisor who you should report any safeguarding
or welfare concerns to.

• Children and parents/carers have rights and these must be
respected during cases of suspected or alleged abuse.
• Children have the right to be supported to express themselves
and be listened to.
• Children need to be supported to understand what is
happening and why and to be involved in decisions that may
affect them.
• The rights of children and parents/carers

• Children have the right to refuse repeated questions and/or
medical examinations following the disclosure of sexual or
physical abuse.
• Children’s views should be taken into account.
• Children have the right to know what is being said and, where
appropriate, family members also have the right to know
about information and decisions made about the situation.
• The rights of children and parents/carers

• Time: 15 mins
• Why is it important for children and parents/carers to have
rights during cases of suspected or alleged abuse?
• Consider:
• The term ‘allegation’
• Consistent approach
• The age of the child.

• Whistleblowing is the term used to describe when a
practitioner tells someone about a concern over a colleague
who demonstrates poor practice.
• This concern can range from a colleague who is negligent and
putting children in danger to a colleague who is bullying or
abusing children.
• The practitioner who is whistleblowing must not ignore poor
practice – they have a duty to report their concerns.
• Whistleblowing
https://www.youtube.com/watch?v=1SVIpDM
k7fk
http://news.bbc.co.uk/1/hi/uk/7
278514.stm
https://www.youtube.com/
watch?v=GvjfPZ8dpgY

• Whistleblowing is the term used to describe when a
practitioner tells someone about a concern over a colleague
who demonstrates poor practice.
• This concern can range from a colleague who is negligent and
putting children in danger to a colleague who is bullying or
abusing children.
• The practitioner who is whistleblowing must not ignore poor
practice – they have a duty to report their concerns.
• Whistleblowing

Group activity
• Time: 15 mins
• Discuss how you would feel if you suspected poor practice and
needed to whistleblow on a colleague?
• Consider:
• Your working relationship with your supervisor or named member
of staff for safeguarding
• Your working relationship with the colleague you were reporting
• The child or children who were in danger of harm or abuse because
of poor practice.

• The Data Protection Act 1998 clearly defines how personal
information should be stored and used.
• In cases where the safeguarding, protection or welfare of a
child are in question, accurate, detailed reports will need to
be kept.
• These reports will be kept separately from the child’s records
or file, and may need to be shared with other professionals in
order to protect the child.
• Boundaries of confidentiality

Extension activity
• Time: 15 mins
• Find out about your setting’s safeguarding policies and
procedures.
• Consider:
• Your role as a student
• A suitable time to talk to your
• supervisor about any questions or
• concerns.

Assignment Task
To achieve B2 you are required to discuss the responsibilities of the early years
practitioner in relation to whistleblowing. Your discussion must include:
• Understanding of the requirement to follow setting whistleblowing
procedures
• The legal protection in place to support whistle-blowers.
To achieve B3 you are required to discuss the rights of children and parents/carers in
situations where harm or abuse is suspected or disclosed you must include an in-
depth discussion related to:
• Working in partnership
• Confidentiality
• Non-judgemental conduct
• Support for children and families.
To achieve C2 you are required to add an accurate explanation of the responsibilities
of the early years practitioner to maintain confidentiality must be given in relation to:
recording and reporting in line with setting policies and procedures
appropriate sharing of confidential information
the boundaries of the practitioner’s role.

1. What should you do if you have a concern about a child’s
welfare?
2. What does a child have the right to refuse during the
investigations of physical or sexual abuse?
3. Why must a practitioner whistleblow poor practice?

Starter activity
How can these agencies provide
support for victims of abuse?
• http
Catch 22

Answers
• Hants web – gives you information on what to do if
you feel a child is being abused.
• Barnardo’s – provides counselling for children who
has suffered abuse
• Action for children – charity to support children
who have suffered abuse provides a child with hot
meals care and counselling.
• 4 LSCB – Provides training and support to try and
prevent abuse
© Hodder & Stoughton
Limited

• LO4 Understand the purpose of serious case reviews.
• Identify what a serious case review is
• Explain why serious case reviews are required.
• A1 Analyse how serious case reviews inform practice.
• A1* Analyse the role and responsibilities of the early years
practitioner when safeguarding children.

• The Local Safeguarding Children’s Board (LSCB) will call for a
serious case review if a child dies and abuse or neglect is
suspected or known to be the cause.
• A serious case review will expect each service involved to
review its own practices to examine whether any changes
need to be made.
• This review will enable everyone to identify whether there are
any lessons to be learned from the case.
• A serious case review does not intend to find out who is to
blame for the death or serious injury.
• Serious case reviews
LO4 Understand the purpose of serious case reviews [AC 4.1]

Agencies
involved in
serious case
reviews
Police
Health
Local
authority
Education
Social
services

Pairs activity
• Time: 15 mins
• How should agencies communicate effectively to share
concerns about a child and family?
• Consider:
• Information to be shared
• How to share information
• Effective record keeping
• Roles and responsibilities.

• Time: 20 mins
• Why do you think it is important to hold serious case reviews?
• Consider:
• The role of each agency or organisation
• Lessons to be learnt
• Impact on future practice.

• A serious case review will inform practice. This may include:
• Sharing information
• Improvements in communicating
• Early identification of a child in potential danger or at risk of
serious harm
• Effective and accurate record keeping of all events that are
causing concern
• Clear roles and responsibilities
• Working in partnership with parents and agencies that may be
involved with the family.
• Serious case reviews

• Baby P died in 2007 after months of abuse. In 2009 a serious
case review stated that Baby P was failed by all agencies
involved.
• All three children living in the house at the time were on the
Local Authority’s child protection register.
• The GP did not raise concerns after bruising was found on
Baby P’s head and chest.
• Police were criticised for not investigating suspicious injuries.
• The case of ‘Baby P’

• The school attended by Baby P’s siblings did not share
information about concerns over the mother.
• Social workers and their managers did not think he was being
harmed or at risk of harm.
• No agency involved realised that a man with known violent
tendencies was living in the house.
• The case of ‘Baby P’ (cont’d)

Group activity
• Time: 15 mins
• Discuss how the following points raised from a serious case
review will support improvement of practice in safeguarding.
• The need to share any concerns with all agencies involved
• Clearly written, accurate and detailed reports of any concerns
• Clear lines of reporting and responsibility.

Extension activity
• Time: 15 mins
• After the serious case review into the death of Baby P, the
head of children’s services for his local authority was removed
from her post. The post was to be covered temporarily until a
suitable replacement could be found.
• https://www.youtube.com/watch?v=2Ncwu91Spxk
• Analyse the possible reasons behind this and the impact on
other cases.
https://www.youtube.com/watch?v=ljFjq
UQfEMo

• To analyse roles and responsibilities, you need to break them
down and examine them in detail.
• An analysis enables you to understand roles and
responsibilities and to possibly identify strengths and
weaknesses.
• When analysing the role and responsibilities of the early years
practitioner in relation to safeguarding children, you would
need to consider what might happen if a practitioner did not
follow policies and procedures
LO5 Understand the role and responsibilities of the early years
practitioner when safeguarding children A1*
• Analyse roles and responsibilities of the early years
practitioner

• Time: 15 mins
• Discuss the possible consequences of practitioners not
knowing their own roles and responsibilities in relation to
safeguarding children.
• Consider:
• The impact on the child
• The impact on the practitioner
• The impact on the setting.

Extension activity
• Time: 15 mins
• Consider your own role as a student in the setting and describe
how you personally ensure that children are kept safe.
• Consider:
• Day-to-day safety
• Recognising changes in children
• Reporting and sharing concerns or information
• Your own knowledge of policies and procedures in relation to
safeguarding within the setting.

Assignment Task
To achieve A1 you are required to provide an analysis that gives
reasons why serious case reviews play an important role in
safeguarding children.
To achieve A1* you are required to provide a detailed analysis of
the role and responsibilities of practitioners when safeguarding
children to include:
Understanding of statutory guidance in relation to safeguarding
Following setting policies and procedures
Maintaining own safety and the safety of others
The consequences of non-adherence to professional responsibility.

1. When does a serious case review take place?
2. Who may be involved in a serious case review?
3. Describe two improvements in practice that may arise from a
serious case review.

Unit312217

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